Grade 5
Conclusion Scoring
Conclusion Scoring Training, Grade 5
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Grade 5—Conclusion Scoring Training
Around the Bend
Directions: Read the scenario and answer the questions.
Tia and Mike wondered if the number of bends in a stream affects the amount of
erosion in a stream system. They made a model of a stream and did the following
controlled experiment.
Question: What is the effect of different numbers of bends in a stream model
on the amount of sand that washes away?
Prediction: The stream model with the most bends will have the least amount of
sand wash away.
Materials:
sand
trays with drain holes (each tray is 43 centimeters long)
jars
water
beaker
drip cups with drain holes
wooden blocks
rulers
timer
Controlled Experiment Setup
Conclusion Scoring Training, Grade 5
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Grade 5—Conclusion Scoring Training
Procedure:
1. Put the same amount of sand into three trays sitting on wooden blocks. Use a
ruler to carve out a stream with zero bends in the first tray, a stream with one
bend in the next tray, and a stream with two bends in the last tray. Make each
stream 43 centimeters long.
2. Use rulers to set drip cups above the start of each stream. Put a jar under each
tray’s drain hole.
3. Pour 1 liter of water into each of the three drip cups. Let water and sand drain
through each stream model into the jars.
4. Wait 30 minutes.
5. Measure and record the height of sand in each jar as Trial 1.
6. Repeat steps 1 through 5 two more times as Trials 2 and 3.
7. Find and record the average amount of sand collected for each number of bends.
Data:
Number of Bends vs. Height of Sand
Height of Sand
Number of Bends
(in stream model)
(millimeters)
Trial 1
Trial 2
Trial 3
Average
Zero
25
23
25
24
One
17
19
18
18
Two
9
12
16
12
Conclusion Scoring Training, Grade 5
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Grade 5—Conclusion Scoring Training
Write a conclusion for this experiment.
In your conclusion, be sure to:
 Answer the experimental question.
 Include supporting data from the Number of Bends vs. Height of
Sand table.
 Explain how these data support your conclusion.
Question: What is the effect of different numbers of bends in a stream
model on the amount of sand that washes away?
Conclusion:
Conclusion Scoring Training, Grade 5
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Grade 5—Conclusion Scoring Training
Scoring Rubric for Around the Bend Conclusion (1st of 3 pages)
Performance Description
Attributes
A 2-point response demonstrates the student understands the Content Standard INQG: Scientific
explanations emphasize evidence, have logically consistent arguments, and use known scientific
principles, models, and theories. Item Specification 1: Generate a conclusion for a scientific
investigation, including supporting data, given a description of and results from the investigation.
3-4
Example: The stream with the most bends had the least amount of sand washed away. The stream
model with two bends washed away an average of only 12 mm of sand. The stream model without
any bends washed away an average of 24 mm of sand. Adding two bends to the stream model
made only half as much sand wash away.
A 1-point response demonstrates the student has partial understanding of the Content Standard.
A 0-point response demonstrates the student has little or no understanding of the Content
Standard.
2
0–1
Number of Bends vs. Height of Sand
Height of Sand
Number of Bends
(in stream model)
(millimeters)
Trial 1
Trial 2
Trial 3
Average
Zero
25
23
25
24
One
17
19
18
18
Two
9
12
16
12
Conclusion Scoring Training, Grade 5
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document. All other individuals wishing to reproduce this document must contact OSPI.
Grade 5—Conclusion Scoring Training
Scoring Rubric for Around the Bend Conclusion (2nd of 3 pages)
Attributes of a Conclusion
Note: The italicized print is the part of the “Example” credited for the attribute.
Description
Attributes
Conclusive statement correctly answers the experimental question (or correctly states whether the
prediction was correct): The stream with the most bends had the least amount of sand washed
away.
Attribute Notes:
1. A vague conclusive statement (e.g. the number of bends in the model affected the amount of sand washed
away) cannot be credited for this attribute, but other attributes can be credited.
2. A response with an incorrect conclusive statement or no conclusive statement may not be credited any
attributes.
3. A response with both a correct and an incorrect conclusive statement (e.g. As number of bends increased,
sand wash away decreased … as bends got smaller so did sand washing away) cannot be credited for
this attribute but other attributes can be credited, if separate from any contradictory statements.
1
Supporting data should at least be over the entire range of the conditions investigated. Thus the
minimum reported data are the lowest and highest conditions of the manipulated variable for
quantitative data (responding variable when the manipulated variable information is descriptive).
Supporting data for Zero Bends: The stream model without any bends washed away an average
of 24 mm of sand.
1
Supporting data for Two Bends: The stream model with two bends washed away an average of
only 12 mm of sand.
1
Explanatory language, separate from the conclusive statement, is used to connect or compare the
supporting data to the conclusive statement: Adding two bends to the stream model made only half
as much sand wash away.
Attribute Notes:
1.
2.
3.
4.
5.
6.
This attribute can only be credited when at least one numeric value (or the text from a descriptive data
table) for the manipulated or responding variable is included in the response.
A copy of the conclusive statement cannot be credited for explanatory language. However, a re-phrased
credited conclusive statement can be credited.
Explanatory language comparing the range of the manipulated and/or responding variables may be
credited (e.g., The stream with no bends had the greatest amount of sand washed away.)
If a response misquotes trend data between the highest and lowest conditions, this attribute cannot be
credited (e.g., One bend had 20 mm of sand.)
Transitional words (e.g. however, therefore, because, so, then, clearly, but) cannot be credited as
explanatory language even when added to a conclusive statement.
A compound sentence as a conclusive statement may be read as two separate sentences.
Total Possible Attributes
Conclusion Scoring Training, Grade 5
1
4
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Grade 5—Conclusion Scoring Training
Scoring Rubric for Item 2: Around the Bend Conclusion (3rd of 3 pages)
General Notes:
1. Copying the Data Table: Responses copying the whole data table verbatim may not be credited the
supporting data attribute, even with a correct conclusive statement and explanatory language.
a) For grades 4-5, a translation of the whole data table into sentences is acceptable.
b) For grades 6-8 and high school, a discussion of the whole data table may be acceptable when the data
table is minimal with a very small number of data cells
2. Supporting Data: Responses must give the precise numerical values or precise descriptive language from
the data table for both the manipulated and responding variables.
a) Average data (if given) or data from the end of the investigation, must be included for grades 6-8 and
high school.
b) For grades 4-5, consistent trial data, or data before the completion of the investigation when
measuring a responding variable over time, can be credited.
c) Rounded numerical values cannot be credited (e.g., 10 cannot be credited). However, a zero after a
decimal point may be omitted (e.g., NA).
d) Units are not necessary for credit (e.g., 24 is credited as 24 millimeters).
e) Minor language differences in descriptive data may be acceptable as decided in range finding
(e.g., Straight or no bends may be credited for zero bends).
f) For grades 4-5, the manipulated variable may be implied.
3. Derived Data: Responses giving their own derived data between conditions can be credited for
supporting data and explanatory language (e.g., Adding two bends to the stream model made only half as
much sand wash away).
a) When the derived data use the lowest and/or highest conditions, one or both supporting data attributes
can be credited.
b) Minor arithmetic errors in derived values can be acceptable as decided in range finding
(e.g., none found at Range Finding).
4. Using the term erosion can be credited to mean amount of sand washed away.
Conclusion Scoring Training, Grade 5
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document. All other individuals wishing to reproduce this document must contact OSPI.
Grade 5—Conclusion Scoring Training
Student Responses
Response A
The effect of the number of bends in a stream model on the amount of sand that washes
away is that the more bends there are, the less amount of sand is washed away this shows
when the tray with 2 bends only had an average of 12 milliliters wash away, and the one with
1 bend only had an average of 18 milliliters wash away and when the tray with 0 bends had
an average of 24 milliliters wash away making the tray with the most bends have the least
amount of sand wash away as shown above and the tray with the least amount of bends have
the most sand wash away as shown above.
Response B
Yes, the number of bends in a stream effects the amount of sand that washes away. The
average amount of sand in the jar was 24 millimeters tall with no bends and 12 millimeters
with 2 bends. This shows that the amount of bends in a stream effects the amount of erosion,
or the amount of sand washed away.
Response C
The more bends there is the Less sand will get in the Jar. The Less bends there is the more
sand will get in the Jar.
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Grade 5—Conclusion Scoring Training
Response D
The effect is, the least amount of bend you get the best hight. There for, if you have zero
bends your average is 24 millimeters, one bends average is 18 millimeters, and two bends get
an average of 12 millimeters. This data helps me because it amoust give me the ansure to the
Question, because it tells you how much each’s average in millimeters is.
Response E
The water would dissolve in the sand, and make a mote, on the sides so the water had the
middle stream to flow down. The water got curved so it would go down different ways. The
effect is the sand because, it makes the water dissolve, and the bend goes in the hole in a
different direction. I think this data supports my conclusion because, it gives you what the
effect is.
Response F
With more bends in a stream less sand washes away but the fewer bends you have the more
sand washes up.
Response G
The answer to the question is that the more bends there are in a river, the less sand there will
be. The stream model that had zero bends in it had an average of 24 millimeters of sand. The
stream model that had one bend in it had an average of 18 millimeters of sand. The stream
model that had two bends in it had an average of 12 millimeters of sand. In conclusion, the
stream model that had zero bends in it (the highest amount of sand) had an average of 12
millimeters more sand than the stream model with two bends in it (the lowest amount of
sand). Therefore, the less bends in a river, the more sand there will be.
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Grade 5—Conclusion Scoring Training
Response H
In the stream tray with 2 bends the average height of the sand was 12 millimeters. With one
bend there was an average of 18mm and with 0 bends there was an average of 24mm.
Therefore The less bends you have the more erosion occurs, because the height of the sand
was tallest with zero bends.
Response I
The anser to the investigative question is that the more bends the more sand falls into the jar.
The avregs on no bends was 24 mil. The lowest was 12 millameteres. So their was a 12
millameter difference, thairfor the anser to the questions is the more bends the more sand will
fall.
Response J
In this investigation Tia and Mike wanted to know how much sand would be taken away if
there were bends or no bends. The stream with no bends had an average of 24 millimeters at
the end. The stream with one bend had an average of 18 millimeters at the end. The stream
with two bends had an average of 12 millimeters at the end. There for the stream with no
bends took the largest amount of sand away.
Conclusion Scoring Training, Grade 5
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Copyright © November 2014 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this
document. All other individuals wishing to reproduce this document must contact OSPI.